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MODULE 2: Understand how to give feedback to learners throughout the project

From KNILT

Performance Objectives

After completion of this module you will be able to answer these questions:

  • How often should you "check-in" with your learners?
  • How do you guide learners without interfering in their learning process?
  • How do you assess learners during the project?

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As we saw in module 1, there are many steps to get your PBL off the ground. Once you - and your students - have come up with a good idea for a project and started doing research, it is time for you as teacher to step back and let them learn. At this point you will see your role becoming one of guidance more than teaching. The best PBL ideas will have students wanting to work and they should be determining most of the outcomes going forward. This is not to say it's time for you to sit back and relax. You need to find your role within the project. Consider some of these questions:

- If you are doing a whole class project, where will you spend your time?

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- If you have multiple groups working on similar projects, how much time will you spend with each group?

- Think about your learners, who will need the most support?

- How much guidance can you give before you are doing it with them?

- How much input do you want in the final product? (hint: not much)

Answering these questions will help you determine where you fit into the project. You may find that your role varies depending on the project and the group of students you have. Obviously, younger groups will need more structure and guidance, whereas older students may not need any help at all. So how do you make sure you are getting a good idea of how the project is going? There are always opportunities for you to assess students during the project as well as at the end. As you work through this module, consider aspects of student learning you want to assess and when you will have opportunities to assess it. Also, start thinking about what a rubric would look like that addresses the skills you want to assess.

Activities

I think you'll find that a lot of the ways that you are currently assessing students will be very useful within Project Based Learning. While you read, use your learning journal to record which types of assessments you are currently using that you could rollover into a PBL and use right away. Choose assessments to use within your test project. Also, make notes in your journal about any new ideas for assessment that you could use in the future.

  • Using this example of a rubric for Project Based Learning, start to develop a rubric based on your test project.
PBL Rubric

(This rubric is intended to be used to assess an individual student, but could be adapted and used to score a group)

This is a basic example of a rubric that measures the broader components being assessed during a project. These components are mainly targeted at how the student worked and learned during the project, with a final component concerning the product. In your learning journal, note some of the formative assessments you will use for each rubric component. When creating your rubric, you should also consider how much importance you will place on assessment during the project as well as assessing the end product. In other words, is it more about the journey, or the destination? Or are they equally important? You can of course incorporate your own components that focus on key things you want to assess.


  • Using your test project, consider these aspects of PBL:
*Student Voice and Choice

*Sustained Inquiry

*Public Product


Move to: MODULE 3: Understand how to align PBL with Common Core Learning Standards

Return to: Project-Based-Learning

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External Resources

Larmer, J. (2016, February 18). PBL Blog. Retrieved December 14, 2017, from https://www.bie.org/blog/gold_standard_pbl_assessing_student_learning

Project Design Rubric. (2017). Retrieved December 10, 2017, from http://www.bie.org/object/document/project_design_rubric

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